Date of Award:

8-2022

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Special Education and Rehabilitation Counseling

Committee Chair(s)

Sarah Pinkelman

Committee

Sarah Pinkelman

Committee

Heather Weese

Committee

Ray Joslyn

Abstract

Teachers often struggle with classroom management during academic lessons. Self-adapted efforts to improve classroom management are often not founded on researched behavioral principles. These struggles and efforts impact student behavioral and academic outcomes. The You/Me game is a game included in many Direct Instruction curricula, specially sequenced curricula that encourage positive classroom management and the gaining of academic skills, as a means to reward students for correct academic performance. This study examined the effectiveness of providing a sheet of specific written instructions and allowing for clarifying questions in training four general educators to implement the You/Me Game for classroom management during small group reading lessons run using Direct Instruction curriculum. The effects of game implementation were assessed by examining the frequency of student disruptions, academic opportunities to respond provided by the teacher, the percentage of correct student responses to academic opportunities to respond, and the rate of behavioral redirections. Results provide information related to the effects of a simple, low cost means for training educators to implement a classroom management strategy that has the potential to impact student academic and behavioral outcomes.

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